随着对教育公平问题认识的深入，教学公平逐渐走入研究者的视野，教学公平是教育公平问题在课堂教学中的体现，是教育公平问题的微观研究领域。在梳理先前研究文献的基础上，本文将教学公平界定为在教学过程中，教师对学生分配空间资源与精神资源的正当性与合理性。具体而言，教学公平主要体现在教师对学生的认识与评价、学生参与课堂互动的公平性及教师对学生的无差别性尊重与关怀。课堂教学公平具有“具体指向性”、“内在紧张性”与“内控性”的特点。 本文以教育人种志为研究方法，通过课堂观察、问卷调查和师生访谈等研究方法，深入北京市F中学初二（1）班的课堂中，以“局外人”的身份对课堂教学公平性的现实样态进行了比较深入的观察。通过一年多的田野调查，本研究者发现F中学初二（1）班在课堂空间资源的分配方面，存在着“本地人”与“外来人”之间的区隔；在课堂师生互动方面，存在着家庭背景、性别和学生成绩之间的显著差异；课堂师生互动的模式徘徊在“有序”与“无序”之间；教师课堂教学语言存在着对学生的隐性伤害。同时，通过访谈发现，作为“局内人”的教师认为受到现行教育管理与评价制度的制约，完全实现教学公平具有一定的困难。 综上分析，本研究者认为课堂教学不公平现象的产生有内部和外部原因，外部原因主要是：功利社会对教育的渗透，现行教育政策的“二元分割”，教学管理制度的伦理困境；内部原因主要是：教学习惯的制约，教学活动的“单向度化”以及教师教学伦理的匮乏。 基于以上问题，本研究者提出了重建教学公平的可能路径，具体而言，应从构建良好的外部环境与增强自身的“造血功能”两个向度着手。为了构建良好的外部环境，其措施主要有更新与深化“U-S”合作关系，提升教育的生态伦理精神；为了增强自身的“造血功能”，其措施主要有树立教学公平的“教育学立场”，反思与重建教学价值，重建学校教学制度，提升教师的教学伦理。

With the in-depth understanding of the problem of education equity, teaching equity gradually come into the vision of the educational researchers. Teaching equity is the micro-research field of the problem of education equity. On the basis of referring to the previous research literatures, This paper defines teaching equity as the legitimate and rational allocation of the space resources and spiritual resources in the teaching process. In particular, teaching equity is mainly embodied in teachers’ understanding and evaluation of the students, the fairness of students’ participation in the classroom interaction and teachers’ no-different respect and concern to students. Teaching equity has the characteristics of specific directivity, internal tension and internal-controlled. This paper uses educational ethnography as research methodology and employs specifically classroom observation, questionnaire survey and interviews between teachers and students to investigates the status quo of teaching equity at Beijing F Junior Middle School Grade Two Classroom One for long time. Over more than one year field study, The study finds that in the allocation of classroom space resource, there are separation between natives and foreigners, in the aspect of teacher-student interaction, there are objective differences between on family background, gender and academic achievements. The classroom interaction models are between order and out-ordered. In the aspect of teachers’ teaching language usage , there are invisible damage to students. In the meanwhile, this study finds by interviewing that teachers as insider think it is somewhat difficult for them to achieve teaching equity because of the restriction of current educational management and evaluation.Based on the above analysis The research concludes that there are external causes and internal causes for the occurrence of teaching un-equality. The external causes are the penetration of the utility of society in the education, the "dual separation" of current education policy and the ethical predicaments of teaching management system. The internal causes are the restriction of the teaching habits, the one-dimensionality of teaching activities and the lack of teachers’ teaching ethics. In the final analysis, the researcher puts forward the possible paths to the reconstruction of teaching equity. In particular, it should start from two dimensions: building a good external environment and improving its "haematopoietic function" . In order to establish a good external environment, the main measures are to update and deepening "U-S" cooperation relationship and improve ecological education ethics spirit. In order to improve its "haematopoietic function", the main measures are to set up the "pedagogy position" of teaching equity, reflect and reconstruct the teaching value, rebuild school teaching system and improve teachers’ teaching ethics.